DCE 3203 KESUKARELAWANAN

1. DCE 3203KESUKARELAWANAN PROF. DR. TURIMAN SUANDI JABATAN PEMAJUAN PROFESIONAL & PENDIDIKAN LANJUTAN

2. Sinopsis Kursus • Kursus ini menerangkan • konsep asas & teori dalam kerja sukarela; • pengertian kerja sukarela & kepentingannya dalam pembangunan sumber manusia; • teori & amalan dalam perencanaan program sukarela; • isu, permasalahan & cabaran kerja sukarela dalam tranformasi sosial.

3. Objektif Kursus • Pada akhir kursus ini pelajar dapat • menerangkan konsep, falsafah dan kepentingan kesukarelawanan dalam pembangunan sumber manusia.(C5) • menunjukkan kecenderungan mengamalkan tindakan secara sukarela.(A5) • merancang, melaksana dan menilai program/aktiviti sukarela.(P7) • menjana sumber yang boleh disumbangkan kepada individu atau badan sukarela.(P7)

4. Unit 1: Definisi dan konsep kerja sukarela Unit 2: Kualiti seorang sukarelawan Unit 3: Ganjaran sebagai sukarelawan Unit 4: Cabaran seorang sukarelawan Unit 5: Jenis kerja sukarela Unit 6: Pengurusan sukarelawan dan organisasi sukarela Unit 7: Penilaian kerja sukarela Unit 8: Ke arah masyarakat penyayang UNIT DALAM MODUL

5. UNIT 1: DEFINISI DAN KONSEP • Kesukarelawanan • “…satu tindakan membantu yang dilakukan oleh seseorang individu yang begitu bernilai kepadanya, • dan pada waktu yang sama tidak ditujukan untuk mendapatkan imbuhan material atau dipaksa oleh orang lain.” • (Turiman Suandi, 1991)

6. UNSUR-UNSUR DALAM KESUKARELAWANAN • Altruisma • Komitmen • Kerelaan • Imbuhan • Keorganisasian • Paedah psikologi • Pengorbanan

7. Youth volunteerism Despite negative stereotypes, most youth are well-adjusted Majority perform some form of volunteer-service and contribute to the community Volunteerism promotes so many positive outcomes that it is essential to encourage this among youth

8. Activity 1Facts about volunteerism Take a few minutes to answer the Volunteerism Quiz

9. Facts about volunteerism What is “volunteerism?” Answer: It is the act of providing service for others for reduced or no cost 2) What types of volunteering are there? Answer: A LOT 3) What percentage of youth in the US volunteers? 4) How many hours do teen volunteers contribute annually? Answer: C. 60% 4) Approximately how many hours do teenage volunteers contribute annually? Answer. A. 2.5 billion hours 5) How much does teenage volunteering contribute to the yearly US economy? Answer. D. $35 Billion 6) What best describes the volunteer trends among teens in the US? Answer. C. In recent years, the percentage of youth who volunteer has been increasing – up 12% in the last decade 7) Which of the following best describes the status of volunteerism in the Midwest? Answer. B. Volunteer rates in the Midwest are much higher than the national average (30% higher)

10. Activity 2Volunteerism … What’s the Big Deal? In small groups, pairs, or on your own, list down as many benefits of volunteerism you can think of. You will be asked to share this with the larger group.

11. Who and how does volunteerism help? Did your responses fall into these groups? Did you name other beneficiaries? Broader society Broader economy Local organizations and volunteer agencies youth Family School Friends and peer group Neighborhood & community Social services

12. Benefits for the specific targets This includes the local organizations and the clientele of those organizations • Volunteers help cut down costs of organizations, and makes services available to a larger audience

13. Benefits for the immediate & larger community Volunteers make social services available to more people in the community Volunteerism promotes a sense of empowerment and connection to the community among youth • Youth who volunteer are more likely to stay in or return to their communities • Volunteerism contributes to economic vitality – youth contribute over $35 billion per year in volunteer hours • In other words, both directly and indirectly, youth volunteers contribute to community vitality

14. Benefits for the volunteers Volunteer work provides an opportunity to learn new skills and valuable work experience (enhancing marketability both for work and college acceptance) • Volunteer experience is a context for developing significant relationships with like-minded peers and others • The experience of volunteerism can help develop many social competencies – identity development, compassion, sense of agency (ability to make a difference), leadership, confidence and self-esteem. Volunteerism contributes to positive youth development!

15. Activity 3Volunteerism … a Tool for Positive Youth Development In small groups, pairs, or on your own, discuss how youth volunteerism serves as a tool for positive development using the 40 Developmental Assets as a resource

16. Volunteerism as an asset to youth Assets critical to successful development (Search Institute, 2006) • External Assets • Commitment to learning- 20) achievement motivation, 21) school engagement, 23) homework, 24) bonding to school, 25) reading for pleasure • Positive values – 26) caring, 27) equality and social justice, 28) integrity, 29) honesty, 30) responsibility, 31) restraint • Social competencies – 32) planning and decision making, 33) interpersonal competence, 34) cultural competence, 35) resistance skills, 36) peaceful conflict resolution • Positive identity –37) personal power, 38) self-esteem, 39) sense of purpose, 40) positive view of future • Internal Assets • Support – 1) family support, 2) positive family communication, 3) other adult relationships, 3) caring neighborhood, 4) caring school climate, 5) parent involvement in school • Empowerment- 6) community values youth, 7) youth as resources, 8) service to others, 9) safety • Boundaries- 10) family boundaries, 11) school boundaries, 12) neighborhood boundaries, 13) adult role models, 14) positive peer influence, 15) high expectations • Constructive use of time – 16) creative activities, 17) youth programs, 18) religious communities,19) time at home Do you see how volunteerism might help youth by providing some (even all) of these assets?

17. Activity 4: Should I or shouldn’t I? Consider the following situations and try to put yourself in the shoes of the characters. Answer as best you can regarding factors that might encourage or discourage youth from volunteering.

18. My name is Joan. I’m a 14 year-old teenager from your community. I’ve heard about some volunteer possibilities in our neighborhood, and I’ve thought about it once or twice. However, I don’t really volunteer because … I’m Johnny, 16 years old. I’ve been volunteering for an organization a full year now. The reason I got involved in volunteering was … I am a program coordinator for a children’s reading program. Last year, I recruited volunteers from a high school to help tutor children who had difficulties in reading. We took everyone who signed up. For some reason, we’ve lost a lot of volunteers. Why do you think this didn’t work?

19. What were the reasons you stated as possible explanations of why a teen might decide to volunteer? What reasons did you give for why they might not? Compare these to the top reasons youth report

20. Top reasons for how youth get involved in volunteerism Asked by relative, friend, or co-worker Asked by someone in organization Asked by boss or employer Was asked by someone else Other reasons/ Not reported Approached by organization Source: Bureau of Labor and Statistics (2005).

21. No one asked Not member of organization Wasn’t interested Practical concerns (e.g., transportation) Not required, not relevant to current situation Burn-out; Didn’t enjoy Wasn’t interested Lack of time Other/ Not reported Top reasons for why youth don’t volunteer (i.e., among those who volunteered previously) Source: Bureau of Labor and Statistics (2005).

22. Possible reasons why youth drop out No longer fun/enjoyable/engaging Not developmentally appropriate No rewards (whether compensation, grades, praise, or appreciation) Not a good match – for instance, youth does not enjoy solitary activities, and the volunteer work is mainly solitary No clear direction or leadership – activities might not be clearly set up, the goals might not be clear, and volunteers might not be given enough guidance on what to do

23. Given these factors, what are some of the things you can do as parents, educators, recruiters to encourage youth to volunteer?

24. Summary Youth volunteerism has numerous benefits for the community, for other individuals, and for the volunteers themselves Volunteering supports youth in their positive development – encouraging the development of skills, providing work experience, and social competencies like empathy, self-esteem, leadership, and identity development Many factors encourage and/or inhibit volunteerism among youth. As adults, we should be aware of these factors and find ways to promote volunteerism

25. SOALAN • Begitu indah dan murninya kerja sukarela. Tetapi, mengapa semangat kesukarelawanan semakin hari semakin merosot di kalangan masyarakat? • Ada yang mengatakan bahawa melibatkan diri dalam kerja sukarela hanya membuang masa sahaja. Apa pandangan anda? • Apa akan berlaku jika sudah tidak ada lagi semangat kesukarelawanan dalam kalangan pekerja dalam sesebuah organisasi; atau dalam sebuah keluarga?

26. UNIT 2: KUALITI SEORANG SUKARELAWAN • Mempunyai kepercayaan yang tinggi terhadap satu perjuangan atau sesuatau yang bermakna dan luhur • Mempunyai rasa kasih sayang terhadap masyarakat, organisasi dan orang yang berada di sekeliling mereka

27. Sukarelawansebagai: • Pelajar • Jurulatih • Agenperubahan • Perancang • Mentor

28. Volunteers "You matter because you are you, and you matter until the last moment of your life. We will do all we can, not only to help you die peacefully but also to live comfortably until you die." -Dame Cicely Saunders Founder of the Modern Hospice Movement “A hospice volunteer is someone who listens to me until I hear what I’m saying.” - a hospice patient Horizon Hospice

29. Introduction • Why volunteer for hospice? • Who volunteers for hospice? • What is the role of a hospice volunteer? • How are Horizon Hospice volunteers prepared for their role?

30. Why volunteer for hospice? • To give back to the community • Learning and Education • To become more comfortable with the realities of illness and death • To develop new skills or refine old ones • Social opportunity • Beneficent utilization of time • Help make informed personal or career choices • Expression of faith/ belief/ spirituality

31. Who volunteers for hospice? • People with time: the retired, those between careers or in transition. • Students. • Professionals. • Those who seek a “comfort level” in the face of illness and death. • Family members of hospice patients who saw “hospice in action” and want to give back.

32. What is the role of a hospice volunteer? • Being there • Listening and supporting • Errands and breaks for caregivers • The “eyes and ears” of hospice • Fill roles that cannot be filled by other team members • Laundry and Dog-walking • Organizing photographs and mementos • Assist patient with “life review”/ help them tell their story • Baking

33. Reading/ recreational opportunities • Help patient fulfill their hopes and dreams before they die • Education of patient and family about home- based care / advocate for patients in long-term care facilities • Bereavement support for family members after the death • Communicate with team • Write reports after visits for patient charts • Attend hospice meetings and educational events

34. Change your view of dying persons as “sick” people. Death is a natural part of the life-cycle. It is not your role to fix things for people. Fixed people rarely feel good about being fixed, as it implies there is something “wrong” with them in the first place Hospice volunteering is more about being than doing. As we are a doing society, this can be a challenging role. There is no such thing as “just” a volunteer. As a hospice volunteer, you are equal in importance to the other team members in providing care. Helpful suggestions for hospice volunteers

35. Philosophy of Volunteerism Horizon Hospice volunteers are an integral part of our team and a fully integrated component of the organization’s human resources. Horizon Hospice was founded by volunteers, and we continue to rely on them for support in quality patient care, bereavement support and administration.

36. Volunteers are part of the team so invite them to team meetings! Provide comprehensive training and orientation Provide job descriptions Provide ongoing opportunities for education and support Provide them the information they need to be effective, including team extension numbers, and patient information. Allow them time off between assignments, and opportunities for self-care Implementing the Philosophy

37. Recruitment • Advertising: print media • Word of Mouth: other volunteers • Faith communities: church newsletter announcements • The worldwide web: www.volunteermatch.org Horizon Hospice website: www.horizonhospice.org

38. Volunteer applicantsat Horizon Hospice • Should demonstrate good listening skills and • Healthy boundaries • Undergo a “behavioral interview” to demonstrate good judgment

39. Orientation • Application process includes two reference checks and interview. • Volunteers undergo orientation and training similar to new staff and their competencies are tested. • Photo ID’s, training manuals and safety equipment are distributed to all volunteers • Volunteers are offered a Hepatitis vaccine and must undergo a two-step Mantoux test for TB • Personnel and health files are kept on all volunteers

40. Training Syllabus includes: • History and Philosophy of the hospice movement in general and Horizon Hospice in particular. • The Mission Statement • Ethics. • Scope of Services. • Therapeutic relationships and boundaries • Spiritual and Bereavement Care. • Active Listening and Communication skills. • Home and Street Safety. • Infection Control and Universal Precautions. • Social Services. • Nursing and “Hands-on” Care.

41. The primary caregiver is so relieved to see the volunteer because she is totally burned out with care-giving. It is your first telephone call to the family or patient since you took on the assignment. How do you begin the conversation? The family has left for an event and you are alone with the patient who is too tired to have a conversation or who dozes off. The family leaves and the patient tells you: ”I just wish this was over.” You are sitting at a patient’s bedside when a family dispute erupts downstairs. Voices are raised and doors slammed. The patient is visibly shaken. The brother or sister of a patient asks you out on a date. Scenarios for discussion and role–play exercises in volunteer training

42. Scenarios, continued: • The caregiver or patient ask you to volunteer a full day next week even though the suggested volunteer limit in the Horizon Hospice manual is four hours per week. • You notice the patient is in a soiled or unclean environment. • The family offers you a gift before you leave. Imagine that gift, large medium or small. • The patient tells you she has doubts she is going to get better and that she still has many things she feels she wants to do in life. She tells you it is grossly unfair that she has worked hard to raise a family and now just when they all had flown the nest and she was about to retire and enjoy life, she gets “hit by this.” Imagine your conversation. • The patient dies during your visit.

43. Volunteer Training Social Work • Boundaries • Active Listening Scenarios • What to do with Suicidal Ideations/Abuse or Neglect Scenarios • Social Work Role on the Hospice Team

44. What are boundaries? • Boundaries are understood, sometimes unspoken, physical and emotional limits of the relationship • Boundaries are a framework that give patients and hospice team members a range of acceptable behavior.

45. Boundaries, cont’d • Boundaries are an excellent way to care for yourself as a hospice volunteer. • We ask our volunteers to give their assigned patient no more than 4 hours of their time in any one week period • Role Play: The caregiver of a patient asks you to return tomorrow for another eight hours, even though today you already completed your four hours for the week.

46. Friendly Volunteering vs. Friendship • A hospice volunteer relationship is an important part of the therapeutic process • As patients and families face end of life issues signs of intimacy may appear. Patients and family members often want to talk about really personal issues. An untrained ear might interpret this as an invitation to friendship.

47. Scenarios • Brother or sister of patient asks you out on a date. • You give your personal home phone number to the patient/ family. • The family offers you a gift before you leave. Imagine that gift: large, medium or small. • The patient asks you to bring him to the bank and then to the gambling boats.

48. Casual friendly or romantic in nature Serve the interests of both parties Are for mutual interest and pleasure An agreed upon purpose and time frame Hospice Volunteers devote self to interest of patient carry the authority of specialized knowledge and skill maintain objectivity Social or Therapeutic?

49. Boundary Crossings and ViolationsHow to know when they are happening? • Blurring of boundaries can occur one small step at a time and almost without warning • Be aware of your feelings • Ask yourself can I share this with the volunteer coordinator or the hospice team? • Are you making special exceptions to the plan of care? • Do you feel a sense of entitlement or that this is “your” patient?

50. Are my boundaries clear? • How would I feel if my actions were published on the front page of the Tribune, or if someone told my friends and family about them? • Ashamed, embarrassed, proud, accomplished, helpful?